Impact of Administrative Climate, Instruction, and Counseling on Control Expectancy, Anxiety and Completion Rate of Post-Secondary Educationally Disadvantaged and Minority Vocational/Technical Students. Final Report.

Autor/inn/en	Appel, Victor H.; und weitere
Institution	Texas Univ., Austin. Dept. of Educational Administration.
Titel	Impact of Administrative Climate, Instruction, and Counseling on Control Expectancy, Anxiety and Completion Rate of Post-Secondary Educationally Disadvantaged and Minority Vocational/Technical Students. Final Report.
Quelle	(1977), (133 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Administrator Role; College Environment; Community Colleges; Counseling; Developmental Programs; Educational Research; Educationally Disadvantaged; Individualized Instruction; Locus of Control; Minority Groups; Nontraditional Students; Organizational Climate; Persistence; School Holding Power; Standardized Tests; Two Year Colleges; Vocational Education; Nowicki Strickland Locus of Control Scale + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulumwelt; Community college; Community College; Counselling; Beratung; Entwicklungsplan; Bildungsforschung; Pädagogische Forschung; Individualisierender Unterricht; Ethnische Minderheit; Organisationsklima; Ausdauer; Standadised tests; Standardisierter Test; Ausbildung; Berufsbildung
Abstract	The impact of the administrative climate, individualized instruction, and counseling to develop student internal control, was measured in this 1975 study against vocational program completion rates, individual locus of control expectancy, and academic outcomes of high risk students in developmental programs. All entering vocational students and a comparison group of students from other programs in each of four Texas community colleges classified as primarily vocational or primarily academic comprised the student sample, with a control group drawn from two other similar schools. Administrative and supervisory personnel formed a second subject group. Pre-test and post-test scores were gathered from standardized personality tests; other data included institutional measures and school records. Subjects from two schools received the full treatment of administrative intervention, counseling for internality, and individualized instruction; two schools received partial treatment of administrative intervention only; and two schools received no treatment. Results demonstrated that (1) intervention increased retention, particularly in the full treatment schools; (2) treatment did not effect grade point averages; (3) internality was affected by strong vocational programs; (4) counseling for internality was effective; and (5) gains in internality could not be used as indicators of gains in academic productivity. Instruments are appended. (RT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC